Abstract
This article offers new insights on the issue of student-centric pedagogy. First, it underscores the significance of threshold concepts in teaching radical political economics. Second, it offers a new way to empower students by giving them a role of co-producers of knowledge in the classroom. The framing of threshold concepts is an important topic, but it has been understudied in the context of radical political economics. To initiate a dialogue on this issue, the article proposes the term “equality of opportunity” as a conceptual tool to recontextualize the significance of the role of government in the economy. We argue that the notion of equality of opportunity offers an advantageous vantage point for radical political economists to offer a holistic understanding of the dialectic of government-economy. JEL Classification: A20, A22, B0, B5, P1, P5
Published Version
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